Teacher’s Guide
Contents
Introduction
4
Planificación anual
6
Student’s Book Contents
12
Teacher’s Notes Welcome to What’s What’s up? ____________________ _________________________________________ __________________________ _____ 14 Unit 1: A new start ____________________ __________________________________________ ______________________________ ________ 16 Unit 2: People People _____________________ __________________________________________ _________________________________ ____________ 25 Unit 3: Special days ___________________ _________________________________________ ______________________________ ________ 34 Break Time Time A ________________________________________ _______________________________________________________ _______________ 43 Unit 4: Animals ____________________ _________________________________________ _________________________________ ____________ 45 Unit 5: About town _____________________ __________________________________________ _____________________________ ________ 54 Unit 6: Holidays ______________________________ ___________________________________________________ ______________________ _ 63 Break Time Time B ________________________________________ _______________________________________________________ _______________ 72
Workbook: Answer key & Audioscript
74
Extra Practice: Answer key
83
3
What’s up? 1 Teacher’ Teacher’ss Guide
Contents
Introduction
4
Planificación anual
6
Student’s Book Contents
12
Teacher’s Notes Welcome to What’s What’s up? ____________________ _________________________________________ __________________________ _____ 14 Unit 1: A new start ____________________ __________________________________________ ______________________________ ________ 16 Unit 2: People People _____________________ __________________________________________ _________________________________ ____________ 25 Unit 3: Special days ___________________ _________________________________________ ______________________________ ________ 34 Break Time Time A ________________________________________ _______________________________________________________ _______________ 43 Unit 4: Animals ____________________ _________________________________________ _________________________________ ____________ 45 Unit 5: About town _____________________ __________________________________________ _____________________________ ________ 54 Unit 6: Holidays ______________________________ ___________________________________________________ ______________________ _ 63 Break Time Time B ________________________________________ _______________________________________________________ _______________ 72
Workbook: Answer key & Audioscript
74
Extra Practice: Answer key
83
3
What’s up? 1 Teacher’ Teacher’ss Guide
Introduction What’s Up? is Up? is a our-year our-year English course specically written or teenage students. The material and design is clear, relevant, up-to-date and motivating. The main aim o What’s Up? is Up? is to help students learn English in meaningul, communicative contexts contexts and to provide them with a clear understanding o the language.
Listening and Speaking The Listening and Speaking section Speaking section is a two-page spread. There are two short listening texts related to the theme o the unit. One might be a monologue, the other a dialogue; one ormal, the other inormal. The colourul i llustration sets the context or the rst listening li stening and introduces some key vocabulary. The comprehension exercises develop the students’ condence and ability to understand the speech o native English speakers rom dierent Englishspeaking regions and countries. Speaking activities lead on naturally rom the listening activities. These activities may be done in pairs, groups or as a whole class, depending on the teacher’s preerence. The section always includes an A / B pairwork activity which is located at the back o the Student’s Book.
Student’s Book The Student’s Book contains Book contains six units based on stimulating, varied topics. They have ten pages organised into the ollowing sections:
Lead-in page
Writing
This page introduces the theme o the unit through colourul photos and questions related to the theme o the unit. The aim is to stimulate interest in the topic, discuss relevant ideas and revise some basic vocabulary. vocabulary. The page also lists the main objectives o the unit, among which is the task that students will be doing at the end o each unit.
An entire page is devoted to developing writing skills right rom level 1. Micro skills, such as punctuation, spelling, organisation, linkers, etc. are developed rom the start. Writing tasks are careully guided and cover a wide range o texts, both ormal and inormal. A model text is always provided. Writing rule boxes rule boxes give useul guidelines on how to write each type o text.
Final task
Vocabulary Vocabulary and Reading
At the end o each unit students put together all they have learnt in an achievable task. These tasks have numerous advantages:
This two-page section includes the presentation and practice o the key vocabulary and a reading text linked to the topic o the unit. The vocabulary section introduces one or two sets o words or phrases. Varied exercises and activities allow students to practise the words through meaningul spoken and written activities. The texts are varied and interesting and cover a wide variety o text types including magazine articles, narratives and personal experiences. Dierent types o comprehension exercises, vocabulary work and discussion activities help students obtain a ull understanding o each text.
•Theya •Theyarea reagoa goalin linthem themselv selveses-at atthe thebegin beginning ningof of each unit students learn the main goal o the unit so that they can work towards it. •Theye •Theyelicit licitthe thelangu language agetaug taughtin htineac eachuni hunitan tandre drevise vise language rom previous units. •Theyp •Theyprovid rovidean eanopp opportu ortunity nityfor forstud students entsto touse use English in a meaningul context. •Theyinclude •Theyincludemode modelsth lsthatst atstudent udentscan scanuse useasa asaguide guide..
Grammar
•Theya •Theyallow llowstude students ntstow towork orkatt attheir heirown ownlevel levelof of linguistic competence.
This two-page section provides simple grammatical presentations and practice. The grammar points are clearly presented in boxes and cross-reerenced cross-reerenced to the Grammar Reference (where Reference (where students can nd a more detailed explanation o the grammar point). The boxes are ollowed by written and oral exercises designed to help students practise the orms in a guided way which is personally relevant to them. Ater practising at sentence level, the target structures are requently contextualised in dialogues and short narratives. The vocabulary used in the grammar activities recycles language rom the Vocabulary and Vocabulary and Reading sections Reading sections o the unit and rom previous units.
•Theyg •Theygivea iveallst llstudent udentsth stheop eopport portunity unityto tonish nisheac each h unit with a sense o ulllment - o having achieved a goal.
Self-assessment The last page o each Student’s Book unit oers students the opportunity to demonstrate what they have learnt and refect on their progress. This section does not have specic notes or each unit. The ollowing are a ew general guidelines as to how to approach it: •Tells •Tellstude tudents ntsthat thatthi thisse ssection ctionwill willhelp helpthe themev mevaluat aluate e their progress. Go over the six tasks and the examples with the class. Clariy any doubts and give a ew more examples i necessary.
What’s up? 1 Teacher’ Teacher’ss Guide Guide
4
Introduction Workbook
•Encouragestudentstowriteveitemsforeachofthe tasks and to use dierent pronouns, verbs, nouns, etc, to add variety to their answers. Circulate as students write to monitor their work.
The Workbook section has the same structure as the Student’s Book and includes urther practice o vocabulary, reading, grammar, listening and writing. As with the Student’s Book, the skills and language points are integrated and personalised. Although all the Workbook activities are suitable or sel-study, many o them can be used or extra material in the class. The Workbook units consist o the ollowing pages:
•Havestudentsratetheirworkaccordingtohowwell they think they did. Tell them they can write rom 1 to 5 ticks on the scale below each task. Circulate to help students rate their work. •Thenhavestudentsratetheiroverallworkbyadding up the total number o ticks they got and writing them on the scale at the bottom o the page.
Page 1 and 2: Vocabulary and Reading Page 3 and 4: Grammar and Listening
•Callonsixstudentstocometotheboard.Each student writes on the board his/her answers to one o the tasks. Discuss the answers with the class, make any necessary corrections and clariy any doubts.
Page 5: Writing Page 6: Self-check The Workbook also eatures a listening comprehension section that gives students a new opportunity to practise their listening skills. Teachers can assign these listening exercises as homework or correction in the classroom as all students have their own copy o the Workbook audio CD in their books. You will nd the audioscript and the answer key to these exercises at the back o this Guide (page 74).
•Havestudentsreectonhowmuchtheyhavelearnt. Students who didn’t do as well as expected refect on how they can improve. Tell them to decide what they need to revise or practise more. Ask them to fick through the Student’s Book, Workbook and Extra Practice book pages to nd sections / activities that can help them reinorce the areas they are weaker at. Ask them to write the relevant pages at the bottom o their sel-assessment sheet. Circulate and have students show you the pages they have selected. Advise them as necessary.
Extra Practice book This book helps students understand, reinorce and practise the grammar and vocabulary taught in each Student’s Book unit. It presents grammar in clear charts with simple explanations and examples and useul Remember! and Be careful! notes. It provides numerous practice opportunities in a wide variety o controlled exercises that will help students acquire the new structures.
Break Time There are two Break Time sections, each appearing ater units 3 and 6. The purpose o these sections is to allow students to enjoy English as they play games and listen to songs. They are an opportunity or urther practice and or extension as well. The Break Time section that appears ater the rst three units eatures a Puzzle Time page and a song by a well-known band. The Break Time section that appears at the end o the Student’s Book eatures a Play Snakes and Ladders page and another well-known song. The Puzzle Time page includes word games that revise the language rom preceding units. The Play Snakes and Ladders page eatures a board game that revises all the language taught in the book. The songs are accompanied by a wide variety o activities aimed at helping students explore the language used in the song and understand its message.
Quick Check The Quick Check eatures clear grammar charts and examples o the main language covered in the Student’s Book. Students will nd it an invaluable tool or permanent reerence.
Teacher’s Resource Bank This book is an invaluable tool or teachers. It eatures a test or every unit in What’s Up? and actsheets to accompany the three Penguin readers suggested or each level o What’s Up?. It also includes a mid-book revision test and an end-o-book revision test. The material presented in the Teacher’s Resource Bank is photocopiable and ready or classroom use.
Pronunciation Pronunciation activities are integrated into every unit in either the vocabulary or speaking sections. These ocus on sounds, stress and intonation.
Pairwork activities What’s Up? units include pairwork activities that provide opportunities or students to engage in interesting speaking activities. Pairs are asked to open their books at dierent pages o their Student’s Book so that they can exchange the inormation they nd. These activities will enable students to use English in meaningul contexts and revise the language they learnt.
5
What’s up? 1 Teacher’s Guide
s a v i t a e c j i n a z u i d m n o e c r s p a a e e r d a T y
l a u n a n ó i c a c f i n a l P s o d i n e t n o C
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. . s . s l s s n a e l a u o a o s u o r e . e t o l . e r r i b s p e a r a d . e r s l a o d o t r l u l n f e a n d n b c e n a c o c n e c n s r o c i a c s e u o o i e o t e r c í s e u f d n d a s s c v c r o e e s a c p z m s a n i e n a s i n l t e e o c s d e l i t ó r e t c t e t e c r e n l o s i x b i n c a u p i n b u a u a r s u e s t e o o , t s o s g o c a a i a s i n t p n c r i s e l c e x n n x e o n r o t u e n t e m t a e s s e e e r d h p o l s t c v o ó i e a a i z d s o n c e e e t f s e d d n c r a n o o r o n r n s u a v r d e c s u m . b i o c i r i o t t a a l n o t e n c s e s o e m e e l . a p t s i a n e d r i a e l e f d c d d l u d d o s n i a o b u . d s f o t ó a l t e o b l . a a n c e i x a o á l n e i e g s r d t é e a n t i v r i a i g b n c e c e o d e r t s g ó l s a d l p e l x t r e o r d o l i s e t a p a f a u . u o a y í t s r r . r e t n n a l c e r m e n i s i c a n s a e s c n a p o n g r . ó u u e d a f r e e p a e l p d i d p n t e u i r o r i t c t o n n e p r o n t l c o r r a ó s o i a n t e n e a e n . m n e i e d s ó n ó ó i i i a o ó b i ó c e d ó ó e n a i r a b a e i c u i s t n c e c i d d y ó c c e m i a l a p a s l a h n d c a e c l o s c r s s r i a a s i a a s c u r e r e ó i i c e o c o a c u c t u e u t e a m m a a u p c t m y u i r r r o c n r s c c g b b i c s c d t i d d m o o o e m c c r s e e n e l r e s o s i e o a s a e a n r s p t i l u e n e o n a E e l A r I D D L f L a R e C A d F d E m J R i • • • • • • • • • • • • • •
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. j . : c s o : . . : i l l t a ? w s n s , e a s o v e e M o e a i . r r H . n t g v c t s a s o i e i i a , e . t n . g h ? e s r r r o s a n o r a s o W e , a h a r c y e , r f l l , e r r ? i m o y o p d M i p d t e n t n c l c n a , l r p a a . t s a s ó d r c a e n e a e t e i i h h i e i d d l , M s h s i g s c o , a s W o y a d i o a e W i r : v l m n a r s i r r m o b ? b l t ? o t d l i , e r a a e t r r o m u j n o c l a a o ? a o o o t e h a d d i a h l n n í r o M H H I T A c N P W W o • • • • • • • •
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What’s up? 1 Teacher’s Guide
6
. s . a s i c e l l u a á n i s d r e o n o s i o r c e c u r m t ú s n N I • •
s o l a , . s e o t d i r n o e p o t n s o e c d e s d l e n a ó i u s c i a v t o n i e d s u a e r y p a s o l c a f o á d r n g e s i o d s n r e u t c a e , r b e e d w o a s n u i g l á a p y a s e n l u a e m d r o n ó i s o c t a r n o e b m e a l l E e •
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e . . a d n o a o r - t c o i s d i i s t s o n a l m r f c o e i s í e n n s r a g t n e c í e d a c c a e o c s r . i s u u n s n f l a s d e n l s e t o e s e o o e l i e a c t n e s . i n p c e s a r c r e í r a g r s o d c p t s e e i r t i o r a c p d s a p a s s i n d a x n s e n v e r x r i e t e o x . t e e a s o o e g j s v n n e a i c t i l c a u e n n i e v a l s ó ó c c e o c i s i d i p s t a n u n s a r a t b f s t e e c s c s e e r i o p u t o r i r t a l n a i e a a e r d n o t n á l e c a n m n r f c n x e i n e r o i c s e m e e i s m e e d e e s e i y t e d s m e t r r o r e í c r r r d d l o s e e o n l b o s s d i a f b b a n a f . l e s r i n ó p e a a s r r r u o o c a n o p t e d i i o d o i i e l s a o r s s s s e r c v r t e x n r e o e o n p e e . o o o e s d a e o u n r a c v l l . p . c i c c s u e d o d i u o y i a i o t o c g i c a t c d b s i i . o s n a e n l i j a e f o e s a c g d l o i a f g a o l a i c x g d o t s t r e l ó i r r m ó s e c d i e e n ó p s d l l d l n t l d c l n p r s e e n e o s a e u a e . l t a a o i t i a i d a c e a e e c o n a d i e s í a d i a e r r q i r p o t u s v s p . o u d e d d i n . e e u c n d n d a c l e o i a ’ o g i s x v ó s d s c r e f p . n d r n ó o e e n o o o í o e n n i r n e i a i e n p e c i i c ó i e i n s n n o ó b i c n i d e c b e d a n . b H c d b ó b ó i e e p c n s ó e u ó . o c d a o c a a a s ó s i g e s n a / c i r i s d s m u c i c m a a o c á d e o m f h c t c t c p n m c c l h p a e c s a o i a a a a n c e i a u o c e i c n c c . i a s c c r l c ’ v r e c s u ó i i n t t r o s e t a i a d u a I m c r c i i r e o o c e r u o d d u i g t n n r d e d d e s n e s o s m r n u e ó c n c n s a t o c t o n c ó e n r e t e e n d o a s a o c r s p t o n a d l e o s o e d o a s i d n e d r n n a a a A l T t t A o I a L c E c D t I r P n I c I e P z E c I I p I R c • • • • • • • • • • • • • • • • •
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t : r x a e g n e , u e s l . u t e i n a t e d s c o u e e s p b b w : d e p t n : n o e s a n : o o , b e : ó t i r n i i c n r , s i o c ó t ó s o i i c s o , a c o p i n e o p i n e r n d e , o , o a p r t o p P a t C - - • •
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What’s up? 1 Teacher’s Guide
. a t s e u c n e a n u n e o d a s a b e m r o n i n u e d n ó i c c a d e R •
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s a a n l o e s d r e n p ó i a c r a e i . c c r r e l n t a u a u n l g o n r n i P e s •
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e , a y l p a v s v i i t t o m t i a s a g i b o á e m r r t r h n f e i r e a t s a i n b i e r m e r p r a c o v s e . o p u i t d s a a n m s a i g r e n e a t i T e n p u r •
o . d s a a n i o r i a c i d a l s e r a n o i i r t a u r l u s b l a a c n o o V c •
. o m t i r y e n ó d i s c e a u n t o r t n a e c P a • . l a i c e p s e a í d n u e b i r c s e d e s e u q l e n e l i a m e n u e d n ó i c c a d e R •
: , a n i r c t e , t e n e e o r u , o A , c s e n e e . r b e i m s : h e t y s T . a e e , l y d l w s l l e a t s m i a r s a o o r i i o c i n , t s y n b F l , r r l c e , F e e a e u r t , v v n t e a d e u s o c e A n u C s a h t • •
e t n e m l a i . y d o s n ñ e u a n m l i e o . s s c d a l e o r s a s e b i v o s l e t e e s m e a M C • •
l a n f a e r a T
s e n o i c u s i d y a r d t a s i a d l n y u o m n o . m c i a u u l i l s a l e m a E d
l a i s 3 c y t i e a n p D U S
What’s up? 1 Teacher’s Guide
. n ó i c a r g e t n i e d s a c i d ú l s e d a d i v i t c A
A e m i T k a e r B
8
s a v i t a e c j i n a z u i d m n o e c r s p a a e e r d a T y
l a u n a n ó i c a c f i n a l P s o d i n e t n o C
a c i t á m e t d a d i n U
s o c i g ó l o n o F
s e l a c i t a m a r G
s e l a c i x e L
e o , o n . . d o o e d c e o o o o i s s d d c s . p r n o s a g a o e m i n r r o e d a v u s ó y e l s p o c e n l a a s a t i a z l d r e e e a s a e r m a s l z n e l p e u i n i d u n e u i i l i , p a l a d t t e d m c o u d n i t n b i a n m t c m u r t e u n i d r o m l a a n o t o n n n s e t e e t x . s i o i . d x o d u s i , a , e c e u e n e n e v a b a v b l a g e c o a a e s a s e i o e t s t a n c a r r t r r e m o s t r c e e l t o d o d f o n d r d i e a n a r a s . a c c d u o a í o s n m e g p s e a t . c a c d b o e . u c s t o i e n a r e l z e s o l o g c s e c l o i n a s t e r i v d e n d í u o p s i e r u a b p f e t r u t t ó l n i v r r e s u u r i u s o l a i d n t n i s r e s n r i m n o a i r í r g b i l b c c e o p n s t t c n a m d a e c o a e s a e e é a v r s t s g e l n n e n r l p r i n c n h c o s d e s s d a e b f o u l ó n l s é p a o u s i ó v o u u o t i i l p c d e e g ó u c l a r o t a p e e c y i s i r e e e n l e c e r e p e a n e n c y í a d t b c d i o r t d . o a s . b t e d s e j c r a e e n b r o a r m o d u p n o t l o i t u d t o a u e o d a s n n e e t i c o e l q o r s ñ a r t o a l r n i i t r i r l l n s a n e e s n o n e a i ó t d c a m u a e s e p a t n n o c r e s ó . n e s o c u e e r e r c n o e i d e d m r e e l i u r i n i o i a o a s o o o c e r i e i a d p a m . n n n o e r m m e s c m s e c z c b d i . a . e a p n i ó ó c n B s a o d y a d a i z l a a b s o t i e i x r t i e e a b ó ó c o g c n i n o d n c b l p e i a o m . n t m a r a d i e i a t m c á e n a d o t . a s o h n a m l r f r c n r a a e s a e n i u i i i c r o m c p ó u m o t d c a g n a z a u t c s u e r u r m c d u c r c i t e . g u t e t s e G c p c i n r g m n i o a c a c e s m s t e t m e r t c m y r o s o e i e c r s e o e e t t l s u e e i e s a s u s n l o a n s i r j r e e e l a o n e u n l e L n e n T i D t í D S p I e C t a l m R p I c C i a E A l A p D e a J u E m L d • • • • • • • • • • • • • • • • •
o t n e c o a e i r c i a t a t n c n e n e n e d e i c c t e s n a a ó n i i i y o s c c o c x a n . e n i e a e c a o c d l r e c i n u i n i a e r d n r e á t m b o i o o e r m r T s d p a b •
. g n i -
e d n ó i c a i c n u n o r P •
. s a t r e e i d b n a ó i s a c t a n n u o g t n e r E p •
. o m t i r y e n ó d i s c e a u n t o r t n a e c P a •
a e m a r i v o t e a t n u g e s e . s n n a e v , i r e a p o v t a i o u t g p i n a o t m r r m n r e e i o f t n T c a i •
a r e l a . p p s e y a ? m t e i ? c l i n s t e e n w u e s t e o / e e r b u r r e t n a o p g n e y t u e s o e t a r ’ . e p p o h n s r t s m u W o a o i a e i n , d s r p t t t s y e r l n ’ n m t p e o i e o e h x C t y c L W e • •
o s d i o a c n a o p i c s a e a l n e r y u s o o e . i r i c d n a f l s ó i u d o i c c b e i a a l l b c n b o o ú o V c p p •
o d a e n e s o d o u l i c q n s o a s e i l . c n e e r d n a ó a o a l l p i i c d o s r i e l a a i v r r l s b a u t o s t o b c e i n p a a d c n t s a o o e i n V c s d u •
. s e o s d i e l b r d a a . s e p t t n o l e r y o c . a p s o , x s s y e t e n o l v b n a e i i a r t a n t , a i m a n e p c t o s c m n e r u n o a S i S C o • • •
l a n f a e r a T
d a d i n . u a m r o g e c t n a i l y e s o e n u m q u a l a l l n E e
t n 5 u t w i o b n o T U A
What’s up? 1 Teacher’s Guide
. a d i l a s a n u r a z i n a g r o a r a p o g o l á i d n u e d n ó i c a r o b a l E •
10
s a v i t a e c j i n a z u i d m n o e c r s p a a e e r d a T y
s o c i g ó l o n o F
s o d i n e t n o C
s e l a c i t a m a r G
s e l a c i x e L
a c i t á m e t d a d i n U
. . e e s a n l l a n o o p p p ó o r s i e s m c a n n . e d r o e n c l a d m m o o s i i a d o t m u m l e r t p r f i s s d s n e o s x u n r s a n l n n a e j n d e e i o o s c a a r t t a o a u e p o a i s r e c d d c l e u n i c r v n s s e e s . e a a c i o e e p a o o s s s r í l s d d o n . i d l l e p e t n e t n s u a e a a e e c d s n n e a e . p i b m d s n b l p u a g a o a s s l o d i c e e o o d o i l n l e a c i n í e o c r r t e e d a r t s x é c r ó r c l n e n d i i a d d e p a á o a e e l a s o o o o c r o r s t d d s . c a c i e c b d a c e o a i a i g y s r r e a p l r m i v r s r s o s s o a s s . n p v t . u u e m a e m a e e a e t l p e t o e e e c p r o c t r v i e r e t r e o r j c c e í n n n t n b o u x l a a t t n b r . a l a d d p u u o n o o g i e e i u o t r a i d s r e i u s e p s e o l s n n l t n i s v s e t c c g o n s r g u e l o o u l s s r a s v e s s a a a e e a e . e i e e r c c o i d o e e e l r r r t r l n r . r e p o i d m e n p b n b o o l t s p d a a e e s o p r l a u e i c e i o d o t o a l n u c e e e s e s e m x m o g n r g í o p l a r i í r c l i c e u d n i e i v e d u s s ó s c d b g m l e t a n e a l s e i l o e i d r l l e s d e t r í o o d ó o r s a d c a e d a t o i a l o l c e e d e . l d l í a n e n n u n v o r . r a o r o r e ó d l a d n o d e ó v e e e b n o l i g e s d a s i c ó n t e a t n n r n i i o a p e i s ó . d . a o d u s u f n o c c b s ó ó o p c í i o s o l s n i i s n q i c o r m a a e a e a z t m a i r e c a i c r c i n i o n s m i o c c z b i b e n i s s n c a p a e a ó ó ó e z a a a a t o t l m n n i n ó d i t i s t i c t o d p r ó e m c r n a c a b l i c n m m c o i a p a e e c e e a e a o l s o c a b e . s i c r s o i r p d r f a e a u i a i r c i y n d p p m m e r c d t a g e a c a c l c u p u p a a r r g r e v m s e r e e a t e e m o t p c c r t o r v m m m d v n t e e a o a e n c d l s á s o c p d t e a i t a t s s a r s ó a x o í i e o s s a i e o r e i e e e n a n l d m D A n I o i m I e S d C m O n o A v N L I i c C e C l e I p S d C t R d • • • • • • • • • • • • • • • • •
. l e s e l y o n p a l l s m e n e i a t d e s s r e e n d r o e i e a d ó - l d b i a c a u s n a a i g a ó s . i i a s e c c r p c t n n a n a o s e u n o p n u d a i n b o r s m t g r o e r e r n r e e e i P d v t E p c • •
o p s m a e e i a t m v r i o t n a e g e s . u b s e n a v , o i t n t e a v a o o i g t b r d a o r e a m r v s r e l a f t n E p a i •
. o m t i r y e n ó d i s c e a u n t o r t n a e c P a •
: t e l o s . a a o p l d . e , m a g m r a i s ) a v o i s s a g ) e t n h r o a u a e p i d l s g u o n r t a u p o n q o s g n e a e e n s m m m ( p r s y e i e a a n t y ( o s o e r i v i o n a , p b a t l a s t a d r ) m r e u e k e e r o t e g i v m t n p r s e l e e x r e f e w r a E d y ( E d i • •
l o o o e . d d a s . d s s s . d s o a a t e e a a a é e s t n n t r c r n n t r n e n i o o o i e e t n o i n o í s i v t o i o t s s p c e i c c í z i i p n a r s l y s a s c a a d n l e e l p n e e a t e e e a c d d a r r n a r r d a y r r c t p e t s a s a v o o o i a s e d e t e i r i r m s r r e i c a e d a i a o j a a d l v d n . l c . c f l t c a f o e s u c o s u s á o u s r á c n o o b l a a i b l a g r i i b a p i t d a a g t n d a p d o í n c n n m o u c n o s e c o o i o o e e o o p e e r o u M V c t C m V c d m V c t g t • • • • •
s s e e d n o a i s d i r v u i t c c x a E . . s s e o u r t s b n i e y l o o m n p a m m p e m u i l a t a l e c E d y
s y a 6 d i t i l n o U H
. e l b i r r e t o a c i t s á t n a a i c n e i r e p x e a n u e d n ó i c p i r c s e D •
. n ó i c a r g e t n i e d s a c i d ú l s e d a d i v i t c A
l a n f a e r a T
B e m i T k a e r B
11
What’s up? 1 Teacher’s Guide
Welcome to
Students’ Book pages 4, 5 and 6
What’s Up?
4 a) Have students study the ordinal numbers in the list.
1 a) Read Jenny’s text aloud. Ask a few comprehension
Point out:
questions, for example, Who says this? How old is she? Where is she from? What’s her favourite food?
• eleventh and twelfth • that ordinal numbers 13 th to 19 th end in teenth • twentieth and thirtieth
b) Ask students to look back at the text to find the eight items. You may want to ask students to work in pairs.
• that numbers 21st to 29 th are a combination of 20 + ordinal numbers 1st to 9 th
Check answers as a class.
• that numbers 31st to 39 th are a combination of 30 + ordinal numbers 1st to 9 th
ANSWERS
2. 3. 4. 5.
April Australia 8th CD
b) Have students write the numbers individually and
6. sunny 7. jeans 8. pizza
compare answers with a partner. Check answers as a class. ANSWERS
a. fourteenth b. thirty second c. twenty fourth
2 a)
Before students listen, point out that l etters in the same colour have the same sound.
d. twenty seventh e. thirty first
Play CD track 2. Pause after each set of letters for students to repeat them. Play the CD again. Students say the whole alphabet as they listen.
5 a) Have students put the months in order individually. Check answers as a class. ANSWERS
b) Have students practise saying the letters in pairs. Walk around and provide help as needed.
2. 3. 4. 5. 6. 7.
c) Have students practise spelling Jenny’s surname and their own surname in pairs. Walk around and provide help as needed.
3
Remind students that in English ordinal numbers are used, among other things, for saying dates. Gi ve an example: September the tenth .
8. August 9. September 10. October 11. November 12. December
b) Explain that the date is written 15 th March but it is said March the fifteenth or the fifteenth of March .
Read the ordinal numbers aloud and have students repeat after you. Point out that except for the first three (first , second and third ) all the other ordinal numbers in the list end in –th . To pronounce this sound properly tell students to place their tongue between their upper and lower teeth as they release air.
February March April May June July
Have students write the date individually and then call on a student to say today’s date.
6
Have students complete and number the days individually. Check answers as a class. ANSWERS
a. 2 (Tuesday), b. 4 (Thursday), c. 7 (Sunday), d. 3 (Wednesday), e. 6 (Saturday), f. 5 (Friday), g.1 (Monday)
What’s up? 1 Teacher’s Guide
14
Welcome to
7
10
Have students match the pictures to the w ords individually. Check answers as a class. ANSWERS
What’s Up?
Clarify the task: Each student has to guess three countries. For each country they can ask what any four letters are. Then they guess the word. As students do the activity, walk around to monitor their work. ANSWERS
2. a, 3. e, 4. f, 5. d, 6. c
8
Have students find the words indi vidually. Point out that the arrows indicate the directions in which the words are written. Check answers by asking students to say the words they found. Draw three columns on the board titled Things to eat , Objects and Things to wear and write the items in the correct columns as students say the words they found.
11
S S K I R T B B R E A D T C A
D H O E W M D U X D E P G H B
P E N A I I F R U I T O K A V
T D O S S U Q G A H I W F I C
T R O B A K A E R P N I P R C
R F R A N E T R Y Q N H H R O
A E I F D F S J R E O J O F M
I L W H W M X D E J E A N S P
N D I N I J S A I O J C E A U
E S G D C H I P S U G K K N T
R H B B H C Y O A P M E S Z E
S I L O E R K E L L I T F I R
I R A O R O U C A M E R A O L
Student B
1. TURKEY 2. CANADA 3. MOROCCO
1. POLAND 2. FRANCE 3. NIGERIA
Have students use the references to copy the text on a sheet of paper and complete it with information about themselves. To finish the activity, call on several students and have them share information about themselves with the class. Encourage them to speak to the class. Discourage them from reading the text they wrote.
ANSWERS
V S T J K R S E A I D R E S S
Student A
P T Z K T T E S D A S Y O L E
12
Pairwork. This is a reading comprehension and vocabulary activity, in which students work in pairs. Students ask each other questions to which their partner answers Yes or No ; this question leads on to further questions and answers, and students continue taking turns until they reach the final instructions of the game, which they have to follow in order to complete the questionnaire.
9 a) Read
the countries and continents aloud and have students repeat chorally. You may want to brainstorm other countries students know in English and write them on the board.
b) As students ask and answer questions in pairs, walk around to monitor their work. You may want to round off by writing the following on the board and having the whole class guess the country: ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----(Answer: Switzerland)
15
What’s up? 1 Teacher’s Guide
1
A new start Write the core word school on the board. Recap any vocabulary that students know already, encouraging them to add words to make a wordweb of vocabulary related to the word school .
Students’ Book page 7
Contents Communication Use school timetables. Ask and tell the time. Introduce oneself and engage in a conversation about the secondary school. Write about a classmate.
SCHOOL
PLACES classrooms
Grammar Present simple of to be in the affirmative, negative and question forms. Ask and answer questions using question words. Prepositions of time: in, at, on. Demonstrative pronouns.
head students
teacher’s room
toilets
coordinators
playground
2
Students read the sentences to themselves, in silence. Make sure they all understand them, ask whether they have any queries and, if possible, let other students solve them. Several students read the sentences aloud.
3
Pairwork. Draw the following chart on the board:
Pronunciation He / she.
Intonation of questions. Final task Write about yourself and your school for a website about schools around the world.
teachers
music room
science lab
Vocabulary School subjects. School and classes. The time.
canteen
gym
computer room art room
PEOPLE
In the UK
In Argentina
Age
Study the unit goals with the students and clarify any doubts. Then read the final task that students will be doing at the end of the unit. Make sure students understand what the task is about. You may want to have students go to page 15 to have a look at the task. Point out that in this unit they will be learning the language they need to carry
School day Number of lessons Uniform
Students talk about schools in their country. To finish the activity, write on the board: Schools in Argentina . As you get feedback from students and write their ideas in the chart, make any necessary corrections.
out this task.
1
Read the words aloud and ask students to repeat them carefully. Say These are photographs of places in a school . Hold up your book, point at photograph A and ask What’s this? (the canteen). Do the same with the other pictures.
POSSIBLE ANSWERS
In Argentina students start secondary school / ESB 1/ EGB 3 at … years old. The school day is from … to … . There is a lunch break at … . Most students take lunch at school. There are usually … lessons per day. Students wear uniforms in some schools.
ANSWERS
A. canteen B. science lab
C. computer room D. library
Linked activities • Vocabulary , Extra Practice book, page 5
What’s up? 1 Teacher’s Guide
16
Vocabulary Students’ Book page 8
3
1 a) Students write the letters a to j in their notebooks and assign a subject to each teacher. Remind students that names of subjects are written with a capital letter.
b) Read the subjects aloud. Point out that PE / pii / stands for Physical Education. Students match the subjects to the teachers individuall y. To check answers, read the subjects and have students call out the letters.
Students match the times to the clocks individually. To check answers, call on different students to read out a time each. Explain that, because of the influence of digital watches, nowadays there is a tendency to read out the figures displayed on the watch face: thirteen forty-five , etc., instead of using the traditional method. ANSWERS
A. 3, B. 2, C. 1, D. 6, E. 4, F. 5
4
ANSWERS
A. Music B. Geography C. PE D. Science E. French
F. English G. History H. ICT I. Maths J. Art
Pairwork. Students look at the timetable for Monday and practise asking questions using What time … ? Make sure students don’t put at in front of What time … ? ANSWERS
1. 2. 3. 4. 5. 6. 7.
Remind students that Ms / mz / is used in front of women’s surnames and Mr / mstə / in front of men’s surnames. In Argentina, students refer to their teachers as Ms or Mr followed by first names. This is not used in the UK but it is an accepted use in our country.
5 2
1
Pairwork. Students answer the questions in pairs. To check answers, ask one pair to complete the sentences on the board. To finish the activity, call on volunteers to read out their answers. To help students, write the first part of each of the two answers on the board:
What What What What What What What
time time time time time time time
is is is is is is is
ICT? At nine o’clock. English? At ten o’clock. the break? At half past ten. Science? At eleven o’clock. History? At quarter to twelve. lunch? At one o’clock. PE? At two o’clock.
Individually and then in pairs. Demonstrate the exercise by reading the example with the help of a student. Ask two or three pairs to read out their examples.
Joke Ask students to identify the meaning of the word joke . Then ask two students to act out this joke. Repeat it correctly after them, if necessary. Stress the / u / in MOOsic.
1. My favourite subjects are … 2. We do …
Linked activities • Workbook section , Students’ Book, page 76 • Vocabulary, Extra Practice book, page 5
17
What’s up? 1 Teacher’s Guide
1
Reading Students’ Book page 9
3
This section helps students with their ability to predict the content of a text from the visual clues accompanying it and from the title, and to read a text in depth and extract detailed information from it.
1
Read the example with a student. Ask several students to read one answer each aloud. ANSWERS
2. In Uganda lots of children don’t go to secondary school. 3. In the ‘Nature Club’ they plant flowers. 4. There is a lot of space around the school. 5. The school is modern. 6. They do experiments in the science lab.
Students look at the photos and say what they see. Ask what they think the text is about (a school in Africa) and who wrote it (a student from that school). POSSIBLE ANSWERS
Picture 1 I can see many girls. I can see uniforms.
4
Picture 2 I can see a classroom. I can see students. I can see a teacher. I can see uniforms. I can see desks.
2
Pairwork. Write two column headings Mengo School and My school on the board. Students work in pairs to find the differences. Ask them to write at least four sentences under each column. To finish the activity, call on volunteers to share their sentences with the class. POSSIBLE ANSWERS
Read the text aloud or have students read it individually. Students write down their answers. Ask several students to read one answer each aloud. Repeat their answers correctly if the pronunciation, rhythm or intonation need correcting. Ask the rest of the class for the correct answer if the answer given is incorrect. Confirm the correct answers.
Mengo School It’s in Uganda, Africa.
My School It’s in _____, Argentina.
Students have 10 hours of school.
We have _____ hours of school.
Students work very hard.
We (don’t) work very hard.
Few children go to secondary school.
Most children go to the secondary school.
Students have five subjects.
We have _____ subjects.
Students wear a uniform.
We (don’t) wear a uniform.
ANSWERS
1. 2. 3. 4. 5. 6.
In Uganda, Africa. Ten hours. Five. They plant flowers in the school garden. Yes, there is a computer room with Internet. Yes, they do; they love it.
What’s up? 1 Teacher’s Guide
Linked activities • Workbook section , Students’ Book, page 77 • Fast Finishers Activities, Extra Practice book, page II
18
Grammar
1
Pronunciation
Students’ Book pages 10 and 11
Pronounce the consonants of he and she without any vowels, exaggerating and lengthening ʃ /. Ask students to repeat them. them a little: / h /, /
Verb to be Students study the affirmative and negative forms of to be in the grammar box and fill in the blanks. Elicit from them that these are contracted forms. Explain that these are the most commonly used forms in spoken English, especially after pronouns. Write two contrasting examples on the board: She’s Vivian . Her school is new . Get students to deduce the fact that the negative is formed by adding not to the affirmative.
Play CD track 3. 1st listening, with pauses. Students repeat, tapping the rhythm softly on their desks. Repeat and tap the rhythm with them. 2nd listening: students repeat. Tap the rhythm with one hand on top of the other.
Then ask students to read the Questions column and fill in the blanks. Elicit from them that the question form is constructed by changing the order, subject-verb, to verb-subject, and that it cannot be contracted. Remind them that only one question mark is used in English, and that it goes at the end of the sentence. Students read the Short answers column and fill in the blanks. Explain that, unlike in Spanish, in addition to Yes / No , in English you repeat the subject and the auxiliary verb in the reply. Point out the use of the comma after Yes / No . Explain that the affirmative answer isn’t contracted, but the negative is. If necessary, point out that when replying to the question Am I …? and Are you …? , the pronoun changes. Write an example on the board:
2
Play CD track 4, with pauses. Students repeat the sentences.
3
Individual work. Ask two students to read their answers aloud. Correct the intonation, pronunciation and rhythm, if necessary, using your hand to show rising intonations in questions and falling intonations in replies, and tapping the rhythm on the desk. ANSWERS
1. b, 2. e, 3. a, 4. d, 5. c, 6. f
4
A: Are you Argentinian? B: Yes, I am . Refer students to Grammar Reference 1, Extra Practice book, p. 2.
1 a) Remind students to use contractions after
Pairwork. Students take turns asking and answering the questions to each other. Then they write down the answers. Ask one pair to read out their questions and answers. Correct the intonation, pronunciation and rhythm, if necessary, using your hand to show rising intonation in questions and falling intonation in replies, and tapping the rhythm on the desk.
Example: 1. Is your school big? Yes, it is.
pronouns and full forms after nouns. Students complete the exercise individually. To check answers, call on students to read out a sentence each. If necessary, write the answers on the board.
POSSIBLE ANSWERS
2. Is your best friend clever? Yes, (s)he is. / No, (s)he isn’t. 3. Is your English teacher a man? Yes, he is. / No, she isn’t. 4. Are the PE classes in the gym? Yes, they are. / No, they aren’t. 5. Is the Maths class in the science lab? Yes, it is. / No, it isn’t. 6. Are you thirteen? Yes, I am. / No, I’m not.
ANSWERS
1. is, 2. ‘m, 3. ‘m, 4. is, 5. is, 6. ‘s, 7. ‘re
b) Remind students to use contractions where possible. Students complete the exercise indi vidually. To check answers, call on students to read out a sentence each. If necessary, write the answers on the board. ANSWERS
1. is, 2. isn’t, 3. ‘s, 4. isn’t, 5. ‘s, 6. ‘s, 7. is, 8. are, 9. isn’t
19
What’s up? 1 Teacher’s Guide
1 5
Grammar 7
Read out the question words and clarify any doubts. If necessary, translate each question word i nto Spanish. Students then complete the exercise. Ask a student to read out his/her answers. Confirm the correct answers and enlist the help of the rest of the class if any are incorrect. Refer students to Grammar Reference 1, Extra Practice book, p. 2.
Individual work. Explain that, in speech, the is used in front of the ordinal numbers in dates, but is not used when writing them. To help clarify, write on the board: Write: 20 th June / Say: on the 20 th of June. To check answers, have students read out the message. ANSWERS
ANSWERS
A. Where? B. When? C. Who?
6
1. In, 2. at, 3. in, 4. on, 5. at
D. How old? E. What? F. What time?
8
Individual work. Before students write the questions, encourage them to choose an appropriate question word for each underlined part. Ask several students to read out their questions and answers. Watch out for the change of person in replies to questions in the first person.
ANSWERS
1. In, 2. At, 3. On, 4. In
Demonstrative pronouns
ANSWERS
2. 3. 4. 5. 6.
Individual work. Students read the questions and complete the answers with the correct preposition. Check their answers.
Remind students that demonstrative pronouns are used to indicate the position of things (near or far) with respect to the speaker. To exemplify, identify different objects in the classroom as you point at them. For example: This is a book. That is a window, etc.
Where is our school? What time is lunch? How old is your mum? When is your birthday? What is your favourite subject?
Refer students to Grammar Reference 1, Extra Practice book, p. 2.
Prepositions of time
9
Write on the board: __ Monday
__ 10 o’clock
__ March
__ the morning
__ 20 th March
__ spring
Linked activities
Students read the phrases on the board and complete them with the right preposition (on Monday, in March, on 20 th March, at 10 o’clock, in the morning, in spring).
• Workbook section , Students’ Book, pages 78 and 79 • Grammar Reference and Grammar Practice, Extra Practice book, pages 2, 3 and 4
As a class, students work out the rules. Write them on the board: on + days of the week / dates in + months / seasons / the morning / the afternoon at + times / midnight / midday Refer students to Grammar Reference 1, Extra Practice book, p. 2.
What’s up? 1 Teacher’s Guide
Pairwork. This exercise allows students to practise their speaking skills whilst using demonstrative pronouns.
20
Listening and Speaking Students’ Book pages 12 and 13
1
3 a)
Read the questions with the students and make sure they understand them all and repeat them correctly after you. Play CD track 6.
The purpose of this exercise is to activate some of the school-related vocabulary the students know, and teach them some new words. Students briefly describe the picture.
1st listening: students mark the questions they hear. One student reads aloud the questions he/she has heard and the rest of the class correct them, if necessary.
POSSIBLE ANSWERS
2nd listening, with pauses: students correct any mistakes and repeat the questions correctly.
It’s an English street. Imran and Jenny are in the picture. They are at school. A car is on the road.
2
ANSWERS
2. What’s your name? 5. Where are you from? 6. Do you like the school? 4. What’s your favourite subject?
Play CD track 5. 1st listening, without pauses: ask where this scene takes place, whom the lady is talking to and what she is talking about.
b)
Read out the sentences with the students and make sure they understand them.
2nd listening, with pauses: students complete the table in their notebooks. One student reads his/her answers aloud. Confirm the correct answers.
Play CD track 7, stopping where appropriate for students to decide their answers.
3rd listening: if any answers are incorrect, play the tape a third time so that students can correct the mistakes, pausing where necessary to confirm the right answer.
Ask them to turn the false sentences into true ones. If necessary, play the dialogue again to check uncertain answers. ANSWERS
ANSWERS
1. 2. 3. 4. 5. 6.
Maths classroom 10.30 gym 11.00 Science
1. T 2. F (Pakistan) 3. T
7. science lab 8. 12.30 9. 1.15 10. ICT 11. library
AUDIOSCRIPT
4. T 5. T 6. F (English and PE)
CD TRACKS 6 and 7
: Hi, my name’s Jenny. Are you a new student? : Yes, I am. JENNY: Me too. What’s your name? IMRAN: Imran. JENNY: Where are you from? IMRAN: I’m from Manchester but my parents are from Pakistan. And you? JENNY: I’m from Australia. IMRAN: Australia! Wow! Do you like the school? JENNY: Yes, it’s great. The people are really friendly. I like the gym. It’s fantastic! What about you? IMRAN: I like the school too, especially the computer room. JENNY: So ICT is your favourite subject? IMRAN: Yes, it is. What’s your favourite subject? JENNY: I like English and PE. Hey, it’s nine o’clock! Time for Geography class. Come on. Let’s go. JENNY
AUDIOSCRIPT
1
IMRAN
CD TRACK 5
Hello everyone. My name’s Ms Harris and I’m your class teacher. This is your timetable for today. Please listen carefully. At quarter past nine you have Maths with Mr Lewis in your classroom. Then, at half past ten you have PE with Ms Hope in the gym. Break is at eleven o’clock in the playground. Then, at half past eleven you have Science with Ms Dee in the science lab. Lunch is at half past twelve. At quarter past one you have ICT with Mr Miles in the computer room. Then, at quarter to three you have study time in the library. At half past three you go home. Now, are there any questions?
21
What’s up? 1 Teacher’s Guide
1 4
Listening and Speaking 7
In pairs, students read the conversation and complete it with information about themselves. Then, they practise the conversation twice – each student practises both roles. To finish the activity, have two or three pairs act their dialogue out to the class.
In pairs, students do the activity suggested on pages 71 (Student A) and 73 (Student B). Go round the class, listening to the dialogues and offering help where necessary.
5 a) Students read the instructions for the exercise.
Make sure everyone understands what they need to do. Ask students to do the exercise.
b)
ANSWERS
First round 1. A: Where are the people? B: They are in the library. 2. A: What’s on the boy’s desk? B: A computer. 3. A: What’s on the wall? B: A clock. 4. A: What’s the girl’s name? B: Her name is Susi. 5. A: What’s the time? B: It’s half past twelve.
Play CD track 8.
1st listening: to correct the exercise. 2nd listening: students listen to the mini-dialogues and repeat them. ANSWERS
1. b, 2. c, 3. e, 4. f, 5. a, 6. d
AUDIOSCRIPT
Explain to students how the activity works, demonstrating with one student and answering his/her first question.
CD TRACK 8
Second round 1. B: Where are the people? A: They are in class. 2. B: What’s on the wall? A: A map of the UK. 3. B: What’s on the desk? A: A pencil, a rubber and a ruler. 4. B: What’s the boy’s name? A: His name is William. 5. B: What’s the time? A: It’s quarter to three.
1. A: What’s this in English? B: Shelf. 2. A: How do you spell ‘penguin’? B: P-E-N-G-U-I-N. 3. A: Pablo, it’s 10.30! B: I’m sorry I’m late. 4. A: What’s the answer? B: I don’t know. 5. A: Can I go to the toilet, please? B: Yes, but be quick! 6. A: What page is the exercise on? B: Page 32.
Linked activities • Workbook section , Students’ Book, page 79 • Vocabulary, Extra Practice book, page 5
c) Ask students to practise the mini-dialogues in pairs.
6
Write the expressions students say on the board, enlisting their help. Practise them with the class. Ask students to write them down in their exercise books. Get students to practise using these expressions regularly in class from now on. You can also ask students to write them down on strips of card (and illustrate them) and then put them up on the classroom walls. POSSIBLE ANSWERS
Can you lend me a pencil? I’m sorry. I don’t understand. Can you say that again? Is this right? Can you repeat that please? I don’t know what to do. Can I finish this exercise at home?
What’s up? 1 Teacher’s Guide
22
Writing Students’ Book page 14
3
Writing rule Ask students to read the rule in the box, taking note of the examples. Point out that an is used before a vowel sound, and a before a consonant sound.
__ email
__ idea
__ classroom
1. 2. 3. 4.
Ask students to read out the nouns using the correct article in each case (a school , an idea , an email , a classroom ).
a my Our my
5. 6. 7. 8.
her a a an
4 a) Ask two students to read the information and the text aloud. Don’t interrupt them to correct mistakes; wait until they have finished reading before making corrections and, if necessary, ask students to repeat after you.
Refer students to Grammar Reference 1, Extra Practice book, p. 2.
1
Ask three students to read one sentence each. Confirm the correct answers and ask the class to help correct any mistakes. ANSWERS
To check comprehension, write on the board: __ school
1
b) Students complete the table with personal
Individual work. Ask students to write down the relevant indefinite articles. Correct the exercise aloud with the help of the class.
information about their partner. Ask two students each to read out the information about their partner.
Explain, that h is not always mute in English, and that u is not always pronounced as a vowel. When the h is not mute (history) and the u is not vocalic (university) , a is used instead of an , as these sounds at the beginning of a word are consonant sounds.
5
Students write a text about their partners, using the information provided and the text of the previous exercise as models. Remind them to write it in the third person. To finish, you can call on different students to read out their texts.
ANSWERS
Linked activities
1. a, 2. a, 3. an, 4. an, 5. a, 6. an, 7. a, 8. an
• Workbook section , Students’ Book, page 80 • Fast Finishers Activities , Extra Practice book, page II
Writing rule Read out the rule in the box. Give more examples. You can say: This is our classroom. This is my desk. These are your books., etc. Refer students to Grammar Reference 1, Extra Practice book, p. 2.
2
Copy the activity on the board. Then ask a student to link the words. Read them aloud and ask students to repeat them after you. ANSWERS
1. c, 2. d, 3. e, 4. f, 5. a, 6. g, 7. b
23
What’s up? 1 Teacher’s Guide
1
Final task Students’ Book page 15
1
3
Ask students to scan the website for the answers to questions 1 and 2. Point out that they shouldn’t read the text at this stage. They should focus their attention on titles and buttons to click on. Then call on volunteers to share their answers to the questions with the class.
Students choose the topics that they are going to write about and make notes in the last column of the chart in exercise 2. If students want to i nclude information about other topics, they can make notes about them on a separate sheet of paper. Walk around the class providing help as needed as students write their notes.
To check comprehension of the parts of the website, ask: What should you click on to learn more about the World Schools Website? (About WSW). Who posted the text on the screen? (Karen Capri from Argentina). What is the text about? (Her school). What should you click on to ask Karen a question? (Ask a question). What should you click on to send information about you? (About ME). What should you click on to visit other recommended websites? (Links).
4
POSSIBLE ANSWERS
Students can share their message by reading them out to the class or pinning them up in the classroom notice board.
Linked activities • Vocabulary , Extra Practice book, page 5 • Self-assessment , Students’ Book, page 16 • Self-check , Students’ Book, page 81 • Unit Test , Teacher’s Resource Bank, pages 2 and 3
Students read the text individually and tick the information in the chart. Check the answers as a class. As you check the answers, encourage students to support their choices. For example: 1. Name. Yes. Her name is Karen Capri. 2. Age. Yes. She’s 13 years old. 3. Town or country. Yes. She’s from Rosario, in Argentina. 4. Name of school. Yes. Marino School. 5. Favourite places in the school. Yes. The science lab, the computer room and the playground., etc.
What’s up? 1 Teacher’s Guide
Have students write their message in class or as a homework assignment. Encourage students to include a photograph or drawing of themselves. Ask students to submit their work for correction and then write a final draft.
1. World School Website (WSW) 2. Read about students from around the w orld. Ask questions to other students. Post information about our family, school, hobbies, town, house, etc. Play games in English. Visit links. 3. Yes. The website connects students from different countries. Students can learn from other students’ lives.
2
Clarify the task: Point out that the World Schools Website is an imaginary website but that similar websites can be found on the Internet. Students should imagine that the website exists and that they are interested in posting a message about their own school on it.
24
People ANSWERS
Students’ Book page 17
Contents
A. A teenager (He is about 14 years old.)
Communication Describe students’ family, home, neighbours and the people they know.
B. Two pensioners (They are about 70 years old.) C. A middle-aged couple (They are about 40 years old.) D. A baby (He/she is about eight months old.)
Grammar Have got in affirmative and negative statements. There is / There are. Prepositions of place.
2
Vocabulary The family. Adjectives to describe a person’s personality. Possessive ’s.
Allow students time to match the descriptions with the photos individual ly. To check answers, read the descriptions aloud and call on different students to say who they describe. ANSWERS
Pronunciation He’s / They’ve. Stress pattern in question clauses.
1. The middle-aged woman 2. The baby 3. The baby 4. The middle-aged woman 5. The middle-aged couple 6. The pensioners
Final task Take a survey about your family and neighbours. Write a report based on your partner’s survey.
Study the unit goals with the students and clarify any doubts. Then read the task that the students will be doing at the end of the unit. Have students go to page 25 to have a look at the final task. Make sure students understand what the task is about. Point out that in this unit they will
Linked activities • Vocabulary , Extra Practice book, page 9
be learning the language they need to carry out this task.
1
2
Draw an outline of the photographs on the board and label the photographs as indicated below:
B A C
D
Have students identify the people in the photographs and have a guess at their ages. Students use the outline on the board to say their answers. Example: A is a teenager. He is about 14 years ol d . If necessary, teach the use of about to give approximate estimates. Clarify any doubts students might have about the vocabulary in the exercise. You may want to explai n that the word teenager comes from the ending –teen of the words for numbers 13 to 19. The word teenager can be used for boys and girls. Tell students that they can also say a teenage boy or a teenage girl .
25
What’s up? 1 Teacher’s Guide
2
Vocabulary Adjectives of personality
Students’ Book page 18
Read the examples out loud. Explain that adjectives of personality can be used on their own after the verb to be (He is generous.) or before a noun (He’s a generous man.). As a class, encourage students to say other adjectives of personality they know and use them in simple sentences.
1 a) Read the words aloud and have students repeat
them chorally. Place emphasis on the pronunciation of the phoneme / ð / in father , mother , brother, grandmother and grandfather. Explain that words that have no gender can refer to both men and women. Point out the example (parents). Because of literal translation, students may translate padres as *fathers . Explain that the correct form is parents . Along the same lines, explain that *brothers is not used to refer both to brothers and sisters together, and that the correct word is siblings . Point out that siblings is a formal word. The informal equivalent of my siblings is my brothers and sisters . Have students circle the words that have no gender and check answers by having students read them aloud.
4
ANSWERS
Positive: kind, generous, funny, friendly. Negative: horrible, unkind, noisy. Neutral: quiet, serious.
ANSWERS
grandchildren, grandparents, cousin
5
b) Have students match the remaining words according to the family relationship they refer to. Point out the example (grandfather, grandmother). ANSWERS
uncle, aunt brother, sister
Students read and complete the table. Then copy the table on the board. Ask some students to complete it. Some students may include quiet and serious in the column with the positive terms, as these words reflect values required in the school environment.
son, daughter father, mother
Before students do the exercise, have them identify the adjectives that describe personality and the ones that describe physical appearance. Students match the adjectives to their opposites individually. Then they compare their answers with a partner. You may want to explain that good -looking means beautiful . Beautiful is mostly used for describing women. Good -looking can be used for both men and women. ANSWERS
Possessive’s
1. d, 2. g, 3. f, 4. a, 5. c, 6. e, 7. b, 8. h
Write a new example on the board: My mother’s father . Point out the ‘s after mother to indicate possession. Warn students not to say: the father of my mother .
2
6 a) Focus students’ attention on the question in the
example What’s your sister like? Explain that we use this question to ask about a person’s physical appearance or personality. Point out that the word like at the end of the sentence is not related to the verb to like . Encourage students to learn this question as a structure. Circulate as students ask and answer questions in pairs. To finish the activity, call on a volunteer to draw his/her family tree on the board and have the class ask him/her questions about the people in his/her family.
Do the first item as a class. Ask Who’s your aunt’s son? Then have students write their answers individually. ANSWERS
2. My sister. 3. My father. 4. My aunt.
5. My cousin. 6. My grandfather.
b) Ask some students to read their answers aloud. Make any necessary corrections.
3
Read the example aloud. Draw students attention to the possessive ‘s after Jenny. Circulate as students practise in pairs. To finish the activity, ask the question Who is (name of person in Jenny’s family) ? until you have covered all the people in her family. Have a different student answer each question.
What’s up? 1 Teacher’s Guide
Linked activities • Workbook section , Students’ Book, page 82 • Vocabulary , Extra Practice book, page 9
26
Reading Students’ Book page 19
1
3
Ask students to look at the photographs and to try to guess the subject of the reading text (different homes). Explain the difference in meaning between house (a building for living in, usually built on one or two levels) and home (the place where you live – a house, a flat, a farm, etc). Then have students identify the different homes in the photos. Then ask: Who lives in the countryside? (David). Who lives in a city? (Michael). Who lives in the suburbs? (Lucy). Clarify any doubt students might have about the meaning of countryside , city and suburbs .
2
Follow the same procedure as the one in the previous exercise, but when the students read the text the second time, ask them to focus on the information in more detail. Ask them to read the text aloud, then discuss the key sentences with them. ANSWERS
4
ANSWERS
A. a block of flats, B. a farm, C. a house
1. David
4. Michael
2. Michael 3. Lucy
5. David 6. Michael
Use this exercise to get students to organise the new vocabulary in categories in their notebooks and not in random order. ANSWERS
2
a. people Text 1: fa mily, Mum, Dad, children, aunt, uncle, friends. Text 2: people, children, friends. Text 3: neighbours, concierge, friends.
This exercise can be used to develop strategies for searching a text for information. Before reading the texts, ask students to read the statements in this exercise. Make sure they understand them properly. Explain that you don’t need to know all the words in a text beforehand in order to understand it; the important thing is to know what information to look for. Students read the text and answer the questions. When correcting, ask students to read the specific words in the text on which they based their answers.
b. adjectives Text 1: near. Text 2: young, bored, quiet, safe. Text 3: big, nice, unfriendly.
ANSWERS
5
1. Seven people (mother, father, grandmother and four children).
To help students, write on the board: I like _________ best. It’s _________.
2. Because a lot of people come to work on the farm. 3. In the suburbs. 4. No, it’s quiet. 5. In a big city. 6. No, he doesn’t know anyone really well in the block.
Have students use the sentences on the board to answer the questions in the exercise. Give an example: I like David’s home best. It’s a farm in the countryside. It’s a quiet place. To finish the activity, call on different students to say which home they like best. Encourage them to explain their choice.
Linked activities • Workbook section , Students’ Book, page 83 • Fast Finishers Activities , Extra Practice book, page III • Optional extra reading, The adventures of Tom Sawyer, Teacher’s Resource Bank, page 20
27
What’s up? 1 Teacher’s Guide
2
Grammar Students’ Book pages 20 and 21
1
Verb have got Students study the affirmative and negative forms of have got and fill in the blanks. Elicit from them that these are contracted forms. Explain that these are the most commonly used forms in spoken English, especially after pronouns. Make sure students don’t confuse the short form of has in the third person with the short form of the verb to be with which they are already familiar, and so may interpret he’s got as *he is got instead of he has got.
Choral repetition followed by individual repetitions. Play CD track 10. Place emphasis on the pronunciation and intonation of the verb forms. In a second round of repetitions, work can also be done on other sounds that pose difficulties, such as the liquid / s / or the consonant group / kt /, as in strict .
2
Focus students’ attention on the change in word order in questions, and the fact that got isn’t used in short answers. Then have students fill in the blanks.
Students write the sentences individually. To check answers, call on different students to read their sentences aloud. ANSWERS
Ben Ben hasn’t got a lot of friends. Ben has got a pet. Ben hasn’t got kind neighbours.
To provide practice of the affirmative, negative and interrogative forms of have got , play a game as a class. Ask nine students to come up to the board and give them each a card with parts of the sentence written very clearly on it (using different colours, for example) to show to the rest of the class. Example of words to be written in a set of cards: SHE / HAS / HASN’T / GOT / A NEW BICYCLE / YES / NO / . / ?
Sally Sally hasn’t got a big family. Sally has got a small house. Sally has got a lot of friends. Sally hasn’t got a pet. Sally has got kind neighbours.
Say Affirmative sentence! Students stand in the correct order to form an affirmative sentence. Point out that only some students will have to participate. Do the same for negative sentence, question, affirmative short answer and negative short answer.
3
Refer students to Grammar Reference 2, Extra Practice book, p. 6.
For further practice, students play a game as a class. Teams can be formed in rows, in the order in which the students are sitting. One row invents subjects and the next row invents objects, and so on according to the number of rows there are. Then the students in each row form questions with the students in the next row. Students write the questions down. To finish the activity, have students from different groups share some of the questions they formed.
Pronunciation Spanish-speaking students have problems with the phonemes / z / and / v /, and also, in general, when it comes to forming closed syllables (i.e. ones that end in a consonant instead of a vowel). Play CD track 9 and have students listen. Point out the /z/ sound (not /s/) in He’ s got . Also point out the friction (vibration) in the /v/ sound in They’ ve got . Tell students that to produce the /v/ sound properly, their upper teeth should gently touch their lower lip as they release air. Produce the sound and have students listen to the vibration. Play the track again and have students repeat. You may want to point out that the ‘s in It’ s got is pronounced /s/ (not /z/).
What’s up? 1 Teacher’s Guide
As students ask and answer questions in pairs, encourage them to combine the subjects with the objects to form funny sentences with unlikely meanings (Has your aunt got a pet gorill a?) .
Joke This joke is a play on words which sound similar: tulips (with the first syllable mispronounced slightly) sounds the same as two lips . This type of wordplay with the different meanings of homophones (or near homophones) is a very common basis for jokes in English.
28
Grammar There is / There are
Prepositions of place
Students study the affirmative and negative forms of there is and there are and fill in the blanks. Elicit from students the use of there is for singular nouns and there are for plural nouns. Draw students’ attention to a lot of and many after there are . Point out that it is very common to use these words in sentences and questions with there are . Tell students that the full forms there is not and there are not are very rarely used in spoken English.
Read the sentences aloud and draw students’ attention to the prepositions. Clarify any doubts students might have about their meaning or use. You may want to explain that:
Have students study the questions and short answers. Draw students’ attention to the change in word order in questions. Point out the contracted forms in the negative short answers.
• The prepositions opposite , next to , near and between have different meanings. Make a simple drawing on the board to clarify their meaning, for example:
• The prepositions at, in and on in I live at 782 Preston Street, in a house / flat, in a town / city, in the suburbs / countryside, on the third floor, on the corner, on a farm are collocations and they have to be learnt.
Refer students to Grammar Reference 2 , Extra Practice book, p. 6.
4
2
A
B
C
D
Before students start, remind them to use contracted forms in negative sentences. To check answers, call on students to read the sentences aloud. For more practice, ask students to turn the affirmative sentences into negative sentences or questions, and the questions into affirmative sentences, etc.
E
Elicit from students that: D is opposite B. B is between A and C. A is next to B. E is near C and D. Refer students to Grammar Reference 2 , Extra Practice book, p. 7.
POSSIBLE ANSWERS
2. There is an American family in my street. 3. 4. 5. 6.
6
There isn’t a doctor in her town. There is a bank next to the school. Are there many cars in your street? There isn’t a garage in their block.
7. Are there many tourists in your town? 8. There are a lot o f shops near my house.
After students have identified the prepositions in the sentences, point out that the prepositions will determine the information students can write in each blank. To check answers, call on students to read their sentences aloud.
ANSWERS
5
Have students read the dialogue and complete each blank with an affirmative, negative or interrogative form of there is or there are . To check answers, call on two students to read out the dialogue.
1. Our 2. opposite 3. at
4. in 5. in 6. next to
POSSIBLE ANSWERS
1. 2. 3. 4.
Is there there is are there There are
Linked activities
5. is there 6. there isn’t 7. there is
• Workbook section , Students’ Book, pages 84 and 85 • Grammar Reference and Grammar Practice, Extra Practice book, pages 6, 7 and 8
29
What’s up? 1 Teacher’s Guide
2
Listening and Speaking Students’ Book pages 22 and 23
3
1 a) Get students to look at the picture and identify the people in it. To check answers, say the letters and have students say the answers. ANSWERS
A. a shopkeeper B. a teenage boy C. a tourist
D. a young man E. a teenage girl F. pensioners
b) Write on the board:
ANSWERS
There’s ________. He/She’s got __________. She’s _________.
1. b, 2. a, 3. a, 4. b, 5. a, 6. a, 7. b, 8. b, 9. a, 10. b, 11. b
Encourage students to use the sentence beginnings on the board to talk about the people in the picture.
AUDIOSCRIPT
CD TRACKS 11 and 12
1. I’m from Italy. This is my first time in England. I really like it. There are lots of green parks and beautiful gardens. The people are very quiet compared to Italy, but they’re friendly. Even the weather’s not bad. Look! It’s sunny today. The only thing I don’t like much is the food. I prefer Italian food.
POSSIBLE ANSWERS
There’s a man in a shop. He’s the shopkeeper. There’s a teenage boy. He’s about 12 years old. There’s an old woman. She’s a pensioner. She’s got a dog. It’s very friendly. There’s a teenage girl. She’s about 13 years old. There’s a young man. He’s tall and friendly.
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This is a more intensive listening exercise. Before students listen, have them read the 11 sentences and the possible answers. Encourage students to listen for the information they need. Play CD track 12 and pause after the first speaker. Students answer the questions 1, 2, 3 and 4. Have students listen again if necessary. Then play the CD again and pause after the second speaker to allow students time to answer the questions 5, 6 and 7. To finish, play the CD again and pause after the third speaker to allow students time to answer the questions 8, 9, 10 and 11.
2. Hello. I’m Mr Khan. I’ve got the shop on the corner so I know everybody in this street. There are a lot of nice people around here. They all come here to buy food, sweets, newspapers, fruit. I sell lots of different things and I open from eight until midnight. Look, that’s Mrs Miles with her daughter Susan. And that’s Mr and Mrs Parks with their friendly dog.
Play CD track 11. The first time students listen to the track, just ask them to identify the people. To avoid confusion, warn them that the three people who are talking give information about the others. Ask them to write down who each of them is talking about.
3. Mr and Mrs Parks live on the corner at number 10. We live next door at number 8. They’re both pensioners. I think they’re about seventy. They’ve got four noisy grandchildren who visit them at weekends. And they’ve got a small dog who is very friendly but jumps up at you. They like walking in the park with their dog.
ANSWERS
1. the tourist 2. the shopkeeper 3. the teenage girl
What’s up? 1 Teacher’s Guide
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Listening and Speaking
4
Pronunciation
Tell students that they are going to listen to questions about the tourist, the shopkeeper (Mr Khan) and the pensioners (the Parks) and answer the questions using short answers. To remind students of short answers have them look back at pages 10, 20 and 21 and focus their attention on the Short answers column. Play CD track 13. Tell students that the first four questions are about the tourist. Pause after each question to allow students time to write down their answer. Have students confirm each answer by listening to the short answer on the CD. Then say that questions 5 and 6 are about the man at the shop and follow the same procedure. To finish, say that questions 7 to 9 are about the Parks and follow the same procedure. To check answers as a class, look at the audioscript and read the questions aloud. Call on volunteers to answer them. If necessary, write the answers on the board.
AUDIOSCRIPT
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Explain that in every question there is a word that carries the main stress. This word is related to the information we want to find out. Play CD track 14. Students listen and repeat.
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Play CD track 15 and have students underline the words that carry the main stress. Then play the CD again. Practise choral and individual repetitions with students, tapping the correct rhythm on the desk. ANSWERS
1. What’s her name? 2. Where’s he from? 3. Where are they from?
4. How old are you? 5. What’s she like? 6. Are they nice?
6 a) The teacher practises this dialogue with a student to demonstrate the correct pronunciation and then students practise in pairs.
CD TRACK 13
Set up a chain drill. Student A asks Student B; Student B answers and asks Student C, and so on.
1. A: Is she from France? B: No, she isn’t. 2. A: Is it her first time in England?
b) Students replace the underlined words and practise the dialogue again. Insist on correct pronunciation and emphasis in the sentence.
: Yes, it is. 3. A: Are there many parks and gardens in England? B: Yes, there are. 4. A: Are the people in England horrible? B
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: No, they aren’t. 5. A: Is Mr Khan a doctor? B: No, he isn’t. B
6. A: Are there a lot of things in Mr Khan’s shop? B: Yes, there are. 7. A: Are Mr and Mrs Parks young?
Practise this dialogue with a student to demonstrate the correct pronunciation; then get students to act out their dialogues in pairs or in a chain, correcting their pronunciation if necessary.
Linked activities
: No, they aren’t. 8. A: Have they got four grandchildren? B: Yes, they have.
• Workbook section , Students’ Book, page 85
B
9. A: Is Mr and Mrs Parks’ dog big? B: No, it isn’t.
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What’s up? 1 Teacher’s Guide
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Writing Students’ Book page 24
2
Writing rule Have students study the rules for forming plurals and the examples in the box. You may want to explain the rules further: a) Nouns that end in a consonant plus – y form the plural with –ies : copy – copies, fly – flies In nouns that end in a vowel plus –y , the plural form is –s : boy – boys
1. I’m happy. 2. I like music. 3. I don’t like him.
b) Some nouns ending in –f form the plural with –ves: half – halves, loaf – loaves, shelf – shelves, thief – thieves, wolf – wolves, wife – wives
1. because 2. and 3. because
d) Irregular plurals do not follow a rule. They have to be learnt: foot – feet, tooth – teeth, mouse – mice, grandchild – grandchildren, person – people
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Note: persons is also possible, but it is very formal. Refer students to Grammar Reference 2, Extra Practice book, p. 7.
Controlled practice. Students choose the options in italics and write down in their notebooks their personal details as if they were filling out a form. It is important to get them to write out the complete text and not just fill in the blank spaces, as the aim is to get students to grasp the language in it.
Linked activities • Workbook section, Students’ Book, page 86 • Fast Finishers Activities, Extra Practice book, page III
ANSWERS
neighbours parents babies cities leaves
4. But 5. because
To correct the exercise, copy the text on the board and ask students what they have written in the blank spaces.
This is a practice exercise about how to form the plural of nouns. Ask students to look at the examples and infer the morphological rules. Confirm correct answers and correct any mistakes, then ask students to write the plurals.
1. 2. 3. 4. 5.
a. He is unfriendly. b. It’s fun. c. Today is my birthday.
ANSWERS
c) Nouns ending in –s, –z, –x, –sh or –ch form the plural with –es: box – boxes, match – matches, bush – bushes
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Have students choose the conjunctions indi vidually. As you check answers, have students explain their choices by identifying the extra information, the contrasting information or the reason in each case. This activity can be extended in various ways. If you want to do more work on a particular conjunction, for example because , write two sets of clauses on the board, in columns, that can be linked together by their sense but that are arranged in jumbled order, and ask the students to join them up. For example:
6. knives 7. kisses 8. dishes 9. women 10. children
Writing rule Students read the explanations and the examples. Ask them for some more examples to ensure they understand the use of the conjunctions. Refer students to Grammar Reference 2 , Extra Practice book, p. 7.
What’s up? 1 Teacher’s Guide
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